Människor tenderar att minnas utförda uppgifter och återkalla dem bättre än när de enbart kodar samma uppgifter muntligt, även känd som enactment effekt. Syftet med den här studien var att undersöka om enactment effecten ökar under en ny inkodning som aldrig tidigare utförts inom paradigmet – Subject-Experimenter-Performed-Task. Sammanlagt medverkade 56 personer i studien, 32 killar och 24 tjejer i åldrarna 10-18. En grupp lågstadiebarn och en grupp gymnasieungdomar testades i VT, EPT, SPT och SEPT betingningar. Effekten av enactment har visat sig vara tydligast i SEPT inkodningen i både free och cued recall. Resultaten och eventuella köns- och åldersskillnader diskuteras utifrån episodic integration teorin.

Studiens syfte är att studera hur några lärare inom gymnasiesärskolan resonerar kring sitt pedagogiska uppdrag utifrån huvuduppdraget i gymnasiesärskolans läroplan. Utifrån en kvalitativ ansats har vi genomfört tio intervjuer med lärare inom gymnasiesärskolan i tre svenska kommuner. Vi ville genom vårt intervjumaterial analysera, skapa mening och få syn på hur de beskriver och resonerar kring sitt pedagogiska uppdrag. Studien visar att de intervjuade lärarna upplever sitt uppdrag utifrån gymnasiesärskolans huvuduppdrag i läroplanen som positivt, men konfliktfyllt. De utbildar eleverna utifrån läroplanens intentioner och kunskapsuppdrag samtidigt som de uttrycker en oro och i några fall uppgivenhet inför i vilken utsträckning eleverna ska få tillgång till det samhälle de utbildas för. Vi konstaterar att ambitionen att utbilda för att deras elever enligt läroplanen genomsyrar studiens resultat samtidigt som deras pedagogiska praktik ständigt förhandlas utifrån dem, deras kollegor och de förutsättningar de ges på sina arbetsplatser samt de erfarenheter de har av det samhälle deras elever ska leva och verka i.

Curriculum for Excellence (CfE, 2004), Scotland's most recent curricular reform, adopted in 2010, positions teachers as key stakeholders in the change process where they are not merely regarded as technicians delivering prescribed curricula but rather as designers and co-producers of school-based curriculum. This critical review considers the ways in which teachers engage with and enact this reform using the lens of teacher agency, to provide insight into how teachers relate to policy (Tao & Gao, 2017). Teacher agency has been defined as the ability to act (Bandura, 2001), to critically shape a response to a problem (Biesta & Tedder, 2006), and reflect on the impact of one's actions (Rogers & Wetzel, 2013). This critical review contributes to understanding of the factors that enable or constrain teachers to exercise agency as they enact new policy. Research in teacher agency is important because teachers may use their agency to support new policy, develop a critical stance or oppose educational change altogether (Sannino, 2010). CfE significantly altered the nature and purpose of Physical Education (PE) by relocating PE and dance to the newly created educational domain of 'Health and Wellbeing', but also offering dance as a unique subject within the Expressive Arts domain. The focus on PE is particularly salient, since PE teachers were not only managing the complexities of enacting whole school reform, but at the same time reconstructing the nature of their subject between the two educational domains. Given the complexities of enacting new policy in PE, this critical review examines the tensions, issues and challenges that PE teachers face when exercising agency to enact new curricular policy in their school setting. This critical review draws from three studies presented in six peer-reviewed international publications, analysing 525 Questionnaires and 50 interviews, that trace the policy formation process using Bowe, Ball and Gold's (1992) cycle of policy creation and enactment in practice. The six papers do not follow a linear path but can be read as a set of three interrelated research studies, conducted in 'real time', examining policy processes in practice. The first study investigated the creation of the CfE policy text by interviewing key policy constructors selected by the Scottish Government to create a vision for PE within Health and Wellbeing. The second study surveyed PE teachers in Scottish secondary schools and examined CfE at the implementation stage of the policy process, comparing policy intentions to teachers' translation of the policy text during the early years of policy enactment. The third study analysed PE teachers' perceptions, experiences and provision of dance in the curriculum using a ten-year longitudinal study to explore teacher agency from student through to experienced teacher. The studies identified the practical manifestations of the theoretically complex concept of collective context-bound agency that is exercised through policy enactment in the relational context of schools. The research established that policy enactment and agency were interconnected when actors were able to respond to tasks that involved them in a socially embedded process. Agency was exercised when teachers reflexively deliberated on the meaning of policy for their practice and negotiated the cultural, social and material contextual environment required to support reform. Teacher agency was enhanced by the collective experience in that, as a group, the PE teachers possessed emergent properties not possessed by individuals but by the power of the relationship that bound them together. The findings are relevant and timely in seeking to explore the information that sits beneath the surface of curriculum change by developing an understanding of the ways to support teachers' current and future practice.

No description available.

No description available.

The emergence of data-intensive science as the fourth science paradigm has posed a data deluge challenge for enacting scientific work-flows. The scientific community is facing an imminent flood of data from the next generation of experiments and simulations, besides dealing with the heterogeneity and complexity of data, applications and execution environments. New scientific work-flows involve execution on distributed and heterogeneous computing resources across organisational and geographical boundaries, processing gigabytes of live data streams and petabytes of archived and simulation data, in various formats and from multiple sources. Managing the enactment of such work-flows not only requires larger storage space and faster machines, but the capability to support scalability and diversity of the users, applications, data, computing resources and the enactment technologies. We argue that the enactment process can be made efficient using optimisation techniques in an appropriate architecture. This architecture should support the creation of diversified applications and their enactment on diversified execution environments, with a standard interface, i.e. a work-flow language. The work-flow language should be both human readable and suitable for communication between the enactment environments. The data-streaming model central to this architecture provides a scalable approach to large-scale data exploitation. Data-flow between computational elements in the scientific work-flow is implemented as streams. To cope with the exploratory nature of scientific work-flows, the architecture should support fast work-flow prototyping, and the re-use of work-flows and work-flow components. Above all, the enactment process should be easily repeated and automated. In this thesis, we present a candidate data-intensive architecture that includes an intermediate work-flow language, named DISPEL. We create a new fine-grained measurement framework to capture performance-related data during enactments, and design a performance database to organise them systematically. We propose a new enactment strategy to demonstrate that optimisation of data-streaming work-flows can be automated by exploiting performance data gathered during previous enactments.

Submitted by Diana Alves (ppgdancaufba.adm@gmail.com) on 2016-08-19T11:40:59Z No. of bitstreams: 1 Dissertação Railda 2016.2 pdf.pdf: 2538381 bytes, checksum: fca561dc9cddb0cb2c7e0ba531fa4ca1 (MD5) / Approved for entry into archive by Patricia Barroso (pbarroso@ufba.br) on 2016-08-19T15:22:49Z (GMT) No. of bitstreams: 1 Dissertação Railda 2016.2 pdf.pdf: 2538381 bytes, checksum: fca561dc9cddb0cb2c7e0ba531fa4ca1 (MD5) / Made available in DSpace on 2016-08-19T15:22:52Z (GMT). No. of bitstreams: 1 Dissertação Railda 2016.2 pdf.pdf: 2538381 bytes, checksum: fca561dc9cddb0cb2c7e0ba531fa4ca1 (MD5) / Esta pesquisa analisa o re-enactment (Lepecki, 2010) no filme Pinta como um fluxo de memória na dança contemporânea. O filme Pinta (2013) tem direção do artista Jorge Alencar e “Dimenti - produtora cultural e ambiente de criação artística”. O estudo aporta-se na compreensão de que a obra artística contemporânea, pode não limitar sua materialização a uma determinada linguagem, e que a quantidade crescente de re-enactments do corpo na dança contemporânea, não se restringem só ao palco enquanto espaço cênico para a dança, mas em distintas intermediações que favorecem e produzem transformações e atualizações. A escolha do tema se justifica pelo interesse de aprofundar conhecimentos sobre as relações complexas da dança contemporânea e seus possíveis e inesgotáveis processos de sentidos, no intuito de elaborar princípios, técnicas e aspectos composicionais que ativam estéticas de obras passadas para o presente. A metodologia de trabalho é de característica qualitativa, com estudo de caso, utiliza entrevista semiestruturada, questionário e os registros videográficos de espetáculos e filmes utilizados para montagem de Pinta. Para referenciar discussões sobre re-enactment, dança contemporânea, hibridismo de processos compositivos foram acessados principalmente os textos dos autores Agamben (2009), Canclini (2008), Lepecki (2010), e finalmente para falar de corpo numa aproximação dos processos evolutivos que o corpo está envolvido com a memória, trazemos Greiner e Katz (2005). Ao analisar o processo de Pinta foi possível perceber que o filme produz um fluxo contínuo de memória a partir de materiais artísticos descontínuos, em ação para novas significações. Desse modo, é possível entender o re-enactment como uma prática de revisitamentos de desejos identificados tanto no artista como na obra, ambos são atingidos pelo desejo de presença.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objetivo do estudo foi compreender como as demandas em saúde mental na atenção básica estão sendo identificadas e encaminhadas pelos profissionais envolvidos nas equipes de saúde da família no município do Rio de Janeiro. Especificamente, buscamos compreender como estes profissionais, em uma equipe multidisciplinar, agem no cotidiano da atenção considerando a fluidez nos conceitos de bem-estar / mal-estar mental e como eles lidam com sinais e sintomas que não se resumem a quadros fisiológicos, mas estão estreitamente relacionados às questões sociais e territoriais. Em entrevistas em grupo com cinco equipes, identificou-se mecanismos de diagnóstico operados por estes profissionais para negociar o enquadramento da demanda como mental e, então, escolher e oferecer encaminhamento a esta. Foram tomados como referenciais de análise e discussão os conceitos de nominalismo dinâmico e looping effect, de Ian Hacking, e os conceitos de enactment e lógica do cuidado, de Annemarie Mol. Diante das considerações, percebeu-se que as noções sobre saúde mental nesta esfera de atenção vão sendo negociadas a partir da mobilização de conhecimentos não oficiais, porém já circulantes, entre os profissionais da equipe. Os profissionais operam manobras de conhecimento de acordo com o acervo teórico/prático e de experiência pessoal, sempre de alguma forma referendado ou muitas vezes "traduzido" pelo escopo da biomedicina. Consequentemente, as ações engendradas tem como base um padrão classificatório e biomédico, ainda que adaptado às singularidades locais e às formas de cuidado possíveis para cada equipe. Tais dados sinalizam que, mesmo supostamente humanizada, interdisciplinar, territorializada e menos medicalizada, as ações na atenção básica, no que se referem à saúde mental, se balizam pelo paradigma do conhecimento científico biomédico. Este é visto ainda como referência para os profissionais e é necessário para explicar e atuar sobre os diversos tipos de demanda. / The aim of the study was to understand how the mental health demands in primary care attention are being identified and managed by family health team professionals in the city of Rio de Janeiro. Specifically, we were wanted to understand how these professionals, in a multidisciplinary team, act in daily attention considering the fluidity in concepts of mental welfare / mental malaise and how they deal with signs and symptoms that are not limited to physiological frameworks and are also closely related to social and territorial issues. In group interviews with five teams, we identified some diagnostic mechanisms operated by these professionals to negotiate the framework of a demand as mental and, then, choose and offer referral to this. Ian Hackings concepts of dynamic nominalism and looping effect and Annemarie Mols concepts of enactment and logic of care were taken as benchmarks for analysis and discussion. Given the considerations, we found out that the notions about mental health in this sphere attention are traded by the mobilization of knowledge that are unofficial but already circulate among the professional team. Professionals operate manoeuvres of knowledge in accordance with the theoretical/practical and personal experience acquired, always in some way endorsed by or often "translated" to the scope of biomedicine. Consequently, the actions engendered are based on a classification and biomedical standard, albeit adapted to local peculiarities and forms of care that are possible for each team. These data indicate that even supposedly humane, interdisciplinary, territorialized and less medicalized actions for mental health in primary care are delineated by the biomedical paradigm of scientific knowledge. This is still seen as a reference for professionals and is necessary to explain and act on the various types of demand.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objetivo do estudo foi compreender como as demandas em saúde mental na atenção básica estão sendo identificadas e encaminhadas pelos profissionais envolvidos nas equipes de saúde da família no município do Rio de Janeiro. Especificamente, buscamos compreender como estes profissionais, em uma equipe multidisciplinar, agem no cotidiano da atenção considerando a fluidez nos conceitos de bem-estar / mal-estar mental e como eles lidam com sinais e sintomas que não se resumem a quadros fisiológicos, mas estão estreitamente relacionados às questões sociais e territoriais. Em entrevistas em grupo com cinco equipes, identificou-se mecanismos de diagnóstico operados por estes profissionais para negociar o enquadramento da demanda como mental e, então, escolher e oferecer encaminhamento a esta. Foram tomados como referenciais de análise e discussão os conceitos de nominalismo dinâmico e looping effect, de Ian Hacking, e os conceitos de enactment e lógica do cuidado, de Annemarie Mol. Diante das considerações, percebeu-se que as noções sobre saúde mental nesta esfera de atenção vão sendo negociadas a partir da mobilização de conhecimentos não oficiais, porém já circulantes, entre os profissionais da equipe. Os profissionais operam manobras de conhecimento de acordo com o acervo teórico/prático e de experiência pessoal, sempre de alguma forma referendado ou muitas vezes "traduzido" pelo escopo da biomedicina. Consequentemente, as ações engendradas tem como base um padrão classificatório e biomédico, ainda que adaptado às singularidades locais e às formas de cuidado possíveis para cada equipe. Tais dados sinalizam que, mesmo supostamente humanizada, interdisciplinar, territorializada e menos medicalizada, as ações na atenção básica, no que se referem à saúde mental, se balizam pelo paradigma do conhecimento científico biomédico. Este é visto ainda como referência para os profissionais e é necessário para explicar e atuar sobre os diversos tipos de demanda. / The aim of the study was to understand how the mental health demands in primary care attention are being identified and managed by family health team professionals in the city of Rio de Janeiro. Specifically, we were wanted to understand how these professionals, in a multidisciplinary team, act in daily attention considering the fluidity in concepts of mental welfare / mental malaise and how they deal with signs and symptoms that are not limited to physiological frameworks and are also closely related to social and territorial issues. In group interviews with five teams, we identified some diagnostic mechanisms operated by these professionals to negotiate the framework of a demand as mental and, then, choose and offer referral to this. Ian Hackings concepts of dynamic nominalism and looping effect and Annemarie Mols concepts of enactment and logic of care were taken as benchmarks for analysis and discussion. Given the considerations, we found out that the notions about mental health in this sphere attention are traded by the mobilization of knowledge that are unofficial but already circulate among the professional team. Professionals operate manoeuvres of knowledge in accordance with the theoretical/practical and personal experience acquired, always in some way endorsed by or often "translated" to the scope of biomedicine. Consequently, the actions engendered are based on a classification and biomedical standard, albeit adapted to local peculiarities and forms of care that are possible for each team. These data indicate that even supposedly humane, interdisciplinary, territorialized and less medicalized actions for mental health in primary care are delineated by the biomedical paradigm of scientific knowledge. This is still seen as a reference for professionals and is necessary to explain and act on the various types of demand.

Studien utgår från en ansats bestående av kombinationen fenomenografi och policy enactment med syfte att undersöka hur lärare uppfattar likvärdig utbildning. Fenomenografi belyser variation i uppfattningar av fenomen, särskilt inom utbildningskontext (Marton & Booth, 2000; Uljens, 1989), medan policy enactment lyfter fram vilka handlingar som gör policy och vilka faktorer som påverkar uppdraget likvärdig utbildning (Ball m.fl., 2012). Genom att tillföra lärarperspektivet kan studien bidra till ny kunskap i diskussionen och öka förståelsen av likvärdig utbildning. I studien genomförs fjorton intervjuer med grund- och gymnasielärare utifrån Scherps (2013) metod fältkarta. Utsagorna är sammanställda utifrån en fenomenografisk analysmetod där tre beskrivningskategorier utkristalliserats. Inom kategorierna inryms en bred variation av uppfattningar och spridning av hur lärare uppfattar likvärdig utbildning. Beskrivningskategorier utgör studiens utfallsrum och där policy enactment ansatsen ger de begreppsliga verktygen för analysen. Policy enactment ansatsen handlar om hur policys tolkas och omsätts i praxis och hur lärare blir till policyaktörer genom rekontextualisering som synliggörs i policyhandlingar (Ball m.fl., 2012). Resultatet ger en förståelse för variationerna i uppfattningar av innebörden av likvärdig utbildning som främst utgår från skollagen (SFS 2010:800) och för de omfattande policyhandlingar som gör policyn likvärdig utbildning. Resultatet för fram vilka kontextuella faktorer som påverkar uppdraget likvärdig utbildning. En del lärare uppfattar inte att de påverkas av externa kontexten styrdokument även om utsagorna grundar sig i styrdokumenten vilket skulle kunna tyda på att styrdokumenten är naturaliserade hos lärarna, det vill säga blivit en ideologisk och allmänmänsklig legitimering av lärarna som visas i diskursen. / The study uses a combined phenomenographic and policy enactment approach which aims at giving voice to teachers’ understandings of what it means to work with educational equity. Phenomenography highlights variation in perceptions of phenomena, especially within an educational context (Marton & Booth, 2000; Uljens, 1989), while policy enactment highlights the actions that make policy and the factors that influence the mission of equity in education (Ball et al., 2012). Understanding how teachers perceive educational equity can provide us with new knowledge towards achieving equity in education. In the study, fourteen interviews were carried out with compulsory and upper secondary teachers, using Scherp’s (2013) method field mapping. The interviewees' perceptions are compiled using a phenomenographic analysis method in which three descriptive categories emerged. The categories include a wide variety of perceptions and spread of how teachers perceive equity in education. Descriptive categories constitute the outcome space of the study and policy enactment approach provides the conceptual tools for the analysis. The policy enactment approach focuses on how policies are interpreted and translated into local practice where teachers are regarded as policy actors through recontextualization visible in various policy acts (Ball et al., 2012). The study provides an understanding of the various perceptions of the meaning of educational equity, primarily based on the Education Act (SFS 2010:800) and extensive policy acts that make the policy equity in education. The results bring out the contextual factors that influence teachers’ mission. However, some teachers do not perceive themselves to be influenced by external factors policy documents even though the statements are based on them, which may be due to a naturalization among teachers, having become an ideological and general human legitimization of the teachers as shown in the discourse.